Collaborative Inquiry into Developing Reflective Pedagogical Thinking

Colton, Amy Bernstein; Sparks-Langer, Georgea M.; Tripp-Opple, Karen; Simmons, Joanne M.

doi:10.1080/01626620.1989.10462737

Cited by 6 publications

(1 citation statement)

References 11 publications

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“…The most critical elements of pedagogical thinking are found in different situations, which are invariant, as well as pedagogical thinking, because it is aimed at understanding the interacting system, analyzing a set of conditions, pedagogical situations and solving pedagogical problems (Colton et al, 1989;Boichenko, 2015). Pedagogical thinking is extra historical: in ancient times, teachers performed the same mental operations as our contemporaries.…”

Section: Statement Of the Problem And Purpose Of The Studymentioning

confidence: 99%

Formation of Pedagogical Thinking of Future Teachers

Boichenko

Yovenko

Remekh

et al. 2021

EEA

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The training of professional teachers is dictated by the fundamental changes taking place in education. In the new social and pedagogical conditions, a professional teacher is required. Unlike a specialist teacher, a professional teacher, firstly, is a subject of the pedagogical activity, and not a bearer of a set of scientific knowledge and methods of its transmission; secondly, it is focused on the development of human abilities, and not only on the transmission of knowledge, abilities and skills; thirdly, he can practically work with educational processes, to build developing educational situations, and not just to pose and solve didactic problems. The analysis of literary sources allowed the authors to achieve the goal of the article: to develop theoretical and methodological tools for the significant formation of pedagogical thinking of future teachers, namely, to offer and test a model for the formation of pedagogical thinking of future teachers. The approbation showed an increase in all indicators that were assessed, as well as an increase in additional indicators: student attendance and their involvement in the educational process, which was manifested in an increase in the number of students who came to consultations, an increase in the number of requests from students to study additional literature on the topic, for additional research work, etc. Thus, the development of pedagogical thinking becomes both a process and a result of teaching a future teacher.

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Section: Statement Of the Problem And Purpose Of The Studymentioning

confidence: 99%

Formation of Pedagogical Thinking of Future Teachers

Boichenko

Yovenko

Remekh

et al. 2021

EEA

View full text Add to dashboard Cite

show abstract

Reflection as a Means of Developing Expertise

Short¹,

Rinehart²

1993

Educational Administration Quarterly

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The preparation of school administrators requires strategies that develop the capacity of school leaders to make sense of unclear and unique situations or problems and to understand the complexities of schooling. This exploratory study focuses on a reflection process, in a graduate program in educational leadership, for developing administrators' thinking and decision making in building expertise. The rationale for the process is based on research in cognitive psychology. Analysis, both qualitative and quantitative, of student journal entries around critical incidents during the yearlong set of experiences revealed that change occurred in the level of reflection and complexity of thinking.

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Reflective Pedagogical Thinking: How Can We Promote It and Measure It?

Sparks-Langer

Simmons

Pasch

et al. 1990

Journal of Teacher Education

191

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The Collaboration for the Improvement of Teacher Education (CITE) is a pre-student teaching program that promotes students' reflective thinking about curriculum, methods, and sociopolitical issues through blocked classes and structured field experiences. The Framework for Reflective Thinking, a coding scheme, was developed to evaluate students' ability to reflect on pedagogical principles underlying teaching decisions, contextual factors affecting the application of the princi ples, and moral, ethical, or political issues surrounding a teaching experience. The initial evalua tion indicated that CITE students were beginning to apply pedagogical principles in making teach ing decisions. Above average students were able to adapt these principles to a specific context. Two additional studies indicated that CITE students showed significantly greater gains in reflection than other methods students not in the CITE program and that the Framework for Reflective Thinking could be used with experienced teachers to note changes in reflective thinking in a year- long staff development effort.

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Collaborative Inquiry into Developing Reflective Pedagogical Thinking

Cited by 6 publications

References 11 publications

Formation of Pedagogical Thinking of Future Teachers

Formation of Pedagogical Thinking of Future Teachers

Reflection as a Means of Developing Expertise

Reflective Pedagogical Thinking: How Can We Promote It and Measure It?

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